, past and present;Seattle Then and Nowthe Placemat of The Zone article:Our Stressed Out Sound Materials Needed: Netbooks; 3x5 Index Cards in two different colors; Text Based Voting Buttons or other devices that allow students to share their responses electronically.
Learner Outcome(s):What will happen for learners as a result of this lesson?Through a series of explorations, students will begin to construct an understanding of the various issues that face the sustainability of our Puget Sound and pose questions that will guide their investigations throughout the unit.
Procedure: Teacher Note:This lesson builds on the concept of an online learning community.Students will integrate the use of their netbooks throughout the lessons in the unit.Consider assigning different students who have an interest and high ability with digital environments as "tech support team".There will at times be instructions that call for the students to post or e-mail portions of their work to a specific location.The tech support team may conduct activities like creating a word cloud that summaries key ideas from the class and builds insight into what the students are learning.
Welcome students to their study of the Puget Sound!Share that they will investigate key issues surrounding the Sound and culminate their work with a call to political action.They will model the concept of public service as they learn ways to preserve and to protect our fragile local environment.
Share the slide show provided that shows pictures of the Puget Sound, including a map of the region. Distribute index cards to the students and as an entry slip, ask the students to record one word that for them captures their feelings about the Puget Sound.On the back of the card, they should explain why they chose this particular word and date the card.They should also make an entry on their team page in their online learning community where they record the word they selected.
Collect the cards and share using the document camera the types of words the students selected.Ask several students to share their rationale for choosing their words.You will want to save these cards as a pre-assessment to measure the depth of understanding that the students acquire over the course of the unit.
Next, introduce the concept of a baseline.Ask students to share what they think this word means.Link the concept to the personal goal setting that the students do in health and fitness classes.In the sportfolio, students record their starting heart rate, times for running events, and other physical activity.This baseline serves as a reference point to monitor change.
Show the short video Shifting Baselines Slide Show, asking students to take notes using a web tool where the words Shifting Baselines are at the center of the web.Tell the students that they will construct an understanding of this important concept as they view the video.They should record examples of shifting baselines and summarize what they are viewing through their webbing activity.
Debrief, asking students to summarize what they heard and sharing why understanding baselines is so critical.How do they think this concept will be important as they seek to understand the current state of the Puget Sound?
Invite students to caucus in their learning teams and to generate questions that come to mind regarding the Puget Sound baseline.What would they want to understand about changes in the Sound in order to gain insight into the Sound’s health?Students should post their questions on their team’s web page. Remind students that Questioning and Problem Posing is an impotant Habit of Mind and one that the students will practice throughout the unit.
Next, show the canopy pictures of the Washington State from ( ?)years ago and then today.How has this baseline shifted?What might be the implications of fewer trees today?What new questions are emerging for the students?Add these to the Question Log on their team web pages.
Invite students to go on line and to seek the answer to one of the questions they generated.They should work as a member of their learning team. The question they select should linkdirectly to a shift in the baseline for the Puget Sound.Examples include fish populations (salmon, whales, etc.), water purity, housing development, energy consumption, etc.Collect the student research to post on a community web page that begins to build a rich picture of the shifting baselines for the Puget Sound.The designated web master can be charged with designing this community page!
Distribute the placemat that includes “Our Stressed Out Sound” as one of the two sides.Ask students to just review the various text features with a partner.What are they learning from the text features?What appears to be the main focus of the article?Using the voting buttons, invite students to make predictions regarding the main idea they think the article will convey.Ask students to look for patterns in the predictions.Share that reviewing text features and making predictions prior to reading helps to build reading comprehension.
Provide time for the students to individually read the text of the article, thinking about main ideas.They should organize and record their ideas using these headings: Water Issues; What the Law Says;Actions We Can Take.They should then send their responses via e-mail to you for review and grading.
Debrief the reading after the students have submitted their independent work.What new insights are students gaining into the health of the Sound?Share the outcome and guiding questions for the unit with the class and keep these visible in the classroom.
Closure/ Assessment:As an exit activity, provide students with a second index card of a different color and instruct them to record a word that now captures their current feelings about the Puget Sound.They should post this word to their team page.On the back of the card, they should give a reason for selecting their word, date the card, and give it to the teacher.
Sounding Off on the Puget Sound
Lesson Focus rContent Knowledge:
Social Studies strands rContent Skill(s):
rThinking Skill(s):
Inferring, Analysis rHabits of Mind: Questioning and Problem Posing
Gathering Data through the Senses
Responding with Wonderment and Awe
Lesson Title:Puget Sound Photo Exploration Implementation Time:1 class period Resource(s):
·Data collection tool ·Analysis Strategy Chart and Graphic Organizer
Learner Outcome(s):What will happen for learners as a result of this lesson? Students will explore and analyze a variety of images connected to the Puget Sound, past and present, in order to construct an understanding of our connections to the Sound through history, economics, geography, and current issues.
Procedure: 1.Arrange students in groups of 4. 2.Recall the previous lesson in which students generated ideas (words, questions, problems) about Puget Sound.Explain that today students will be learning about our different connections to Puget Sound by exploring images. 3.Distribute the 4 sets of images to each group.Tell students that their first job is to infer how the pictures are grouped.Review the thinking skill of inferring, and reinforce the Habit of Mind, Gathering Data through the Senses.Explain that students will observe the photos in each set closely and make observations.Then they will use their observations to infer what the photos in each set communicate.Model by projecting one of the photos and recording observations on the data collection tool.Then direct students to gather data and make inferences in their groups. 4.After groups have had a chance to label the sets of images, invite them to share and discuss their inferences as a whole class.Ask students to support their ideas with evidence from their observations (“What makes you think that?”).Record students’ ideas and affirm valid inferences.Guide students to understand how the image sets might represent Puget Sound’s history, economics, geography (natural environment) and problems/issues (civics).Remind students that these are the four strands that make up the social studies. 5.Ask students to think about how we are connected to Puget Sound in all these different ways.Our relationship to the Sound is a complex one!Explain that when we want to understand something very complex, like our relationship with Puget Sound, we can use the thinking skill of Analysis.Remind students that when we analyze, we break something down to determine meaning.Ask students to recall when they have used the thinking skill of Analysis in the past and share examples.Display the Analysis strategy chart to review the steps of the process. 6.Display the Analysis graphic organizer.Direct students’ attention to the top box, which contains the question, “What can we conclude about our complex and varied relationship to the Puget Sound?”Explain that, in order to summarize a conclusion to that question, we can break the topic (our connections to Puget Sound) into components.Ask students what components we might use, and guide them to the four strands:History, Economy, Geography (Environment), and Civics (problems/issues).Label the “spokes” of the graphic organizer with those headings. 7.Explain that after identifying the components, students’ next step will be to record observations and inferences related to each component.Using one set of photos, model how students will record a selection of observations on the solid lines, and an inference related to each observation on the dashed lines.Explain that, after recording observations and inferences for each component, students will look for patterns across their data (ideas that repeat).After identifying patterns, they will use their new insight to respond to the question, “What can we conclude about our complex and varied relationship to the Puget Sound?”Explain that the students’ conclusion should incorporate observations, inferences, and patterns from the data. 8.Allow students to collaborate on their analyses in their groups.When finished, invite students to share their conclusions.Ask them to support their ideas by explaining the patterns of inferences and observations contained in their data. 9.Ask students to revisit the questions and problems that they brainstormed in the previous lesson.After observing and analyzing the images of Puget Sound, what new questions emerge for students?What new problems or issues have been identified?What new word will students add to their bank, and how does that word express their understanding about the importance and complexity of our connection with the Sound?Direct students to post their responses to these questions via the online learning community.
Closure/Assessment:
Analysis Graphic Organizer:9 points (at least 1 observation and inference for each of 4 components, conclusion)
Online posting (3 points): ·One new question about Puget Sound ·One new problem or issue related to Puget Sound ·One word to capture the relationship to Puget Sound with explanation
Consider using the students’ analysis conclusions and/or posted reflections to create a word cloud to share with the class.[Consider assigning the “data entry” responsibilities and design decisions to a student.]Discuss what the word cloud shows.
Lesson Focus rContent Knowledge: Cedar River watershed and Puget Sound geography; Interdependence of humans and water rContent Skill(s): Interdependence
Learner Outcome(s):What will happen for learners as a result of this lesson?Students will understand how they are connected to the Puget Sound and will be able to demonstrate the concept of interdependence by identifying connections between humans and water.
Procedure: 1.Show students a map of the Puget Sound Region (with document camera). Identify Maple Valley and Puget Sound. Ask students how they Maple Valley is connected to the sound. 2.Introduce concept of watershed and show short video on Cedar River watershed. Have students write summary of three main points about the watershed and one reflection about how they are affected by what happens in the watershed. 3.Have students look at Puget Sound Watershed and Surrounding Areas map
--Groups of 4-5
--Make inferences and pose questions about watersheds and people’s connection to water on post it notes (small groups then share out whole class—ask one student to record class list on laptop)
4. Six Degrees of Puget Sound—Using Google Earth or Google Maps, students plot several sites that link their home (or Maple Valley landmark) to Cedar River, Lake Washington and Puget Sound. Handout includes address of each destination as well as a website for business or landmark at those sites. Students make observations and draw inferences. Complete handout individually or with netbook partner.
Observe—water connection, distance between sites, surrounding features
Infer- relationship between site and water—benefits, potential concerns, possibilities for future 5.Share out in small groups or whole class.
Closure/ Assessment: Share that this lesson has focused on the concept of Interdependence, a term that should come up frequently in this unit. Define the term as a class. Ask each netbook partner group to find a picture that demonstrates the concept of interdependence and write one sentence explaining why they selected it. (Can post pictures to online learning community).
Conclude by showing 30 sec. Stormwater PSA--alternatives to washing car in driveway? (can reference PSA as possible model for sounding off projects later)
Learner Outcome(s):What will happen for learners as a result of this lesson? Students will practice informational text reading strategies as they work interdependently toconstruct an understanding about the problems that threaten the health and well-being of the Puget Sound.
Procedure: 1.Use an active learning strategy, such as Paired Verbal Fluency, to review concepts from the previous lessons (shifting baselines, complexity of the human/Sound relationship, watersheds and interdependence). 2.Explain that students will use a variety of news articles to explore more deeply some of the particular issues and problems facing the Puget Sound.As they learn, students will begin to keep track of the issues, stakeholders, and actions involved.They will use this information in the future for their own research, advocacy, and decision making when they create their Sounding Off projects. 3.Distribute the placemat article, “Saving Puget Sound,” from the Seattle Times The Zone.Review the strategy of using text features that students practiced in the first lesson.Ask students to focus on the top section of the page.What do they observe?Guide students to the photo, title, and main graphic.Based on those features, ask students to think of one question that they think will be answered by the article at the top of the page (Pop Quiz article and Web of Life sections only).Have students share their question with their group.Invite each group to record one of their questions on the board.Reinforce how students’ questions relate to problems facing the health of the Sound. 4.Explain that all of the different issues related to Puget Sound have various stakeholders involved (people who have a stake in the issue, an interest or something to gain or lose), and those stakeholders may have taken various actions related to the problem or issue.Building an understanding of the problems threatening the Sound will be important to students when they begin to make decisions for their own research and advocacy projects. 5.Display the graphic organizer for identifying issues, stakeholders, and actions related to Puget Sound.Using Guided Reading, use the placemat article to model capturing that information (see example). 6.Explain how students will continue to collect information about issues/problems, stakeholders, and actions as they read additional articles about Puget Sound.Using a home-expert-home jigsaw, each student in a group will read a different article.After reading, students will engage with their “expert group” of other students who have read the same article.Together, they will summarize the issues/problems presented in their article, along with stakeholders and actions involved, to share with their home groups.Remind students that when they summarize, they will condense the article, including information from each of the components (the problem, the stakeholders, actions taken).Reinforce how students are using the Habit of Mind, Thinking Interdependently.Ask students:what does your home group need to understand about this issue/problem?[Teacher Note:for differentiation, encourage high-ability students to choose more difficult/sophisticated articles, while encourage struggling readers to choose more straightforward articles supported with graphics] 7.Reconvene students in home groups.Have students share their expert summaries with their home groups.Ask each student to consider which of the issues is most interesting to him/her. Reinforce the Habit of Mind, Listening with Understanding and Empathy, by asking students to consider one of the stakeholders for that issue with whom they can identify after hearing the information from the article, and how that stakeholder has taken action related to the problem.Ask students to generate one new question about the issue/problem they identified as most interesting.Model using the reflection tool provided.Remind students that they will be applying what they are learning about how stakeholders advocate and take action around issues and problems when they create their Sounding Off projects later in the unit.
Closure/Assessment: 1.Students post their reflections in the online learning community. 2.Students choose and post a new word for their word bank to represent their understanding in response to the question: “How Healthy is the Sound?”
Summary: 3 points (includes each component)
Reflection Tool: 4 points (issue, stakeholder, action, question)
rHabits of Mind: Creating, Imagining, Innovating;Responding with Wonderment and Awe
Lesson Title: Influencing through the Arts:Wyland, Artist of the Sea Implementation Time: one class period
Resource(s):Wyland Video; Wyland Book; Pictures of Seattle’s Whaling Walls Materials Needed: Computers to access on line learning community and Wyland Website: http://www.wyland.com/ ; Page to Ponder
Learner Outcome(s):What will happen for learners as a result of this lesson? Students will explore the art of Wyland and experience how the visual arts can convey powerful messages about the needs of our environment.
Procedure:
Ask students:How many are familiar with the art of Wyland?Share that he is an environmental artist whose mission is to make people aware of the treasures of the sea and the need to protect the life that lives in the oceans:“This is my big vision-carrying the message that water unites all the countries and cities of the world.I want to be one of the people who actually contributed to protecting water for future generations.”
Using the document camera, show the painting on page 88. (Mysteries of the Sea)Ask students to talk with a partner about what they are observing.Ask students to describe what they see.How does Wyland depict life below the sea?How does he depict life above the sea?(Notice that he shines his light on the sea life, depicting vivid colors, while he paints life above the sea in shades of gray.His perspective is to focus our attention on the sea life rather than the land life.When we look out at the ocean we see the surface.Below the surface, from our perspective, the world is cloudy and gray.In reality, the world is vivid and colorful, rich with interesting life!)What inferences can the students make about Wyland’s message?How is Wyland trying to influence our perspective?Share this quote from Wyland:“We can save what we see by changing how we see it.”
Distribute the Page to Ponder, either electronically or as a paper copy.Ask students to read and highlight key ideas in the text.What is at the heart of Wyland’s message? (Main Idea)How does Wyland influence the reader to share his concern? (Supporting Details) You may want to ask students to respond in writing to the following quick write:IT#1What is the main idea of this selection?What is one supporting detail? (2 points)
Share that Wyland is particularly famous for his whale wall project.He has painted 100 whaling walls around the world.Three of the whaling walls are in Seattle!Ask the students if they recall seeing any of these.Use the document camera to display the Seattle Walls.What whales is he depicting?How does he want people to respond when they view these walls?What Habit of Mind is Wyland trying to elicit?
Share the first 15 to 20 minutes of the DVD that documents Wyland’s work around the world.Show enough of the DVD to illustrate how Wyland envisions the walls, how he gets his inspiration from his ocean diving, and how he involves the children of the world in creating the walls.You may want to invite the students to visit Wyland’s website to view more of his art.There are also short videos that you can download from You Tube.
Preview for the students the field experience that the students will have at Discovery Park and share that you will ask them to create a visual depiction of an important learning from this experience.They may draw, use digital tools, or take pictures.They will experience what it would feel like to be an environmental artist, using visual images to advocate for preserving and protecting out environment.They may also want to choose the arts as a medium for their Sounding Off! Projects.
Closure/Assessment: Ask students to post in their learning log their take away ideas from their experience with Wyland and his art.Use the following structure or another structure of your choosing: My heart:I am feeling_ as I reflect on Wyland’s message. My head:My thoughts include_. My eyes:I can visualize a picture of as I think about communicating a message that preserves and protects our Puget Sound.
Learner Outcome(s):What will happen for learners as a result of this lesson? Students will synthesize their evolving understandings about Puget Sound in a visual essay that builds awareness for the issues facing the Sound through images and other media.
Procedure: 1.Arrange with the librarian in advance for instruction around: ·accessing, using, and crediting images and other media ·using technology to create, edit and provide feedback 2.Tell students that they have already learned a lot about how we are connected to Puget Sound, and about many of the challenges and issues facing the Sound.Students have glimpsed the complexity of those connections, challenges, and issues, and they have a much richer understanding of the Sound and our relationship with it than they did on the day they first got their feet wet!Explain that students will have the opportunity to synthesize those new understandings before they move on to investigate in depth the human actions and interactions affecting the health of the Sound and create Sounding Off projects to raise awareness for an issue of their choice. 3.Explain that when we synthesize something, we put pieces together in a new way to create something original.Contrast synthesis with the thinking skill of analysis, which students used earlier to break down something complex into components they examined to make meaning.If analysis is taking something apart, then synthesis is putting something together.Display the Synthesis strategy chart to review the steps of the thinking skill process.When they synthesize, students will apply their creativity to combine individual elements in a way that creates something entirely new and communicates the connectedness and issues of the Puget Sound. 4.Revisit Guiding Question #1:How can we model 21st century learning as we investigate protecting the sustainability of Puget Sound?Explain that students will use the tools of 21st century learners as they synthesize their learning about Puget Sound so far.They will be utilizing their online learning community and other tools in order to create and give feedback to others.This synthesis will be an opportunity to practice using some of the tools that students will use later in their Sounding Off projects. 5.Explain that students will create a visual essay to synthesize their understandings and create awareness of the connections and issues facing Puget Sound.Explain the visual essay and highlight how students will use the Habits of Mind, Gathering Data Through the Senses and Responding with Wonderment and Awe: ·Like a written essay, the visual essay will be organized around a theme or main idea.However, it will use images instead of sentences to communicate the idea. ·Students will use images to show their evolving understanding.They will choose pictures to represent how they thought of the Puget Sound on the first day of the unit, and how they think of the Sound now. ·Students should add music in order to build emotion.Explain that people are influenced as much through emotion as through reason.Later, in their Sounding Off projects, students will utilize both reason and emotion to advocate for the issue they adopt. ·Students may incorporate elements such as glogs and word clouds to communicate their ideas and changing perceptions. ·The visual essays will be posted and viewed by others. Teacher Note:Consider using a Web 2.0 tool like Animoto (www.animoto.com), with which students may quickly and easily create professional-looking, music-video style slide shows, embedding music and, if desired, text.Depending on length and content, a paid membership may be required.See site for details. 6.Share the rubric with students and check for understanding. 7.Before students begin, provide instruction around the following (see step #1): ·Strategies and tools for accessing, using, and crediting images and other media ·Strategies and tools for using technology to create the visual essay ·Strategies and tools for using technology for editing and feedback 8.Allow students time and support for working on their synthesis projects. 9.Students post their draft visual essays in the online community.Revisit tools and strategies for providing feedback and editing.Instruct students to use the tools provided to give feedback on another’s essay. 10.Allow students time and support for editing their visual essays, then posting their final versions in the online community.Invite students in the online community to choose the best essays.View the top essays as a class and discuss the ideas communicated and how students’ understandings about their connections with the Sound and the problems facing the Sound have changed over time.
Closure/Assessment: 1.Students reflect on the Visual Essay synthesis and post reflections in the online learning community: ·Explain the differences you experienced between analyzing Puget Sound (using the photo set) and synthesizing your new understandings of Puget Sound.Think of a scenario outside of class when you might use the thinking skill of analysis, and one in which you might use the thinking skill of synthesis.Explain your reasoning. ·Consider the Habit of Mind, Responding with Wonderment and Awe.Name something that particularly appealed to you from a classmate’s visual essay.Why were you struck by it? Or, how was it effective? ·Consider the Habit of Mind, Gathering Data Through the Senses: oWhat is one new understanding about Puget Sound that you have gained by viewing the visual essays? oWhat did you like about gathering the images and other media for your visual essay?What was challenging?
r Content Knowledge:
Shifting Baselines; Challenges facing our Puget Sound
r Content Skill(s): Summarizing; Main Idea
r Thinking Skill(s): Summarizing; Main Idea
r Habits of Mind:
Questioning and Problem Posing
Implementation Time: One Class Period
Resource(s): Shifting Baselines Slide Show or Video The Truth About Ocean Decline Shifting Baselines in the Sound; Aerial pictures of the forest canopy of Washington
Materials Needed: Netbooks; 3x5 Index Cards in two different colors; Text Based Voting Buttons or other devices that allow students to share their responses electronically.
Teacher Note: This lesson builds on the concept of an online learning community. Students will integrate the use of their netbooks throughout the lessons in the unit. Consider assigning different students who have an interest and high ability with digital environments as "tech support team". There will at times be instructions that call for the students to post or e-mail portions of their work to a specific location. The tech support team may conduct activities like creating a word cloud that summaries key ideas from the class and builds insight into what the students are learning.
Closure/ Assessment: As an exit activity, provide students with a second index card of a different color and instruct them to record a word that now captures their current feelings about the Puget Sound. They should post this word to their team page. On the back of the card, they should give a reason for selecting their word, date the card, and give it to the teacher.
r Content Knowledge:
Social Studies strands
r Content Skill(s):
r Thinking Skill(s):
Inferring, Analysis
r Habits of Mind:
Questioning and Problem Posing
Gathering Data through the Senses
Responding with Wonderment and Awe
Implementation Time: 1 class period
Resource(s):
Materials Needed:
· Image sets: History, Economy, Geography (Environment), Civics (Issues/Problems)
· Data collection tool
· Analysis Strategy Chart and Graphic Organizer
Students will explore and analyze a variety of images connected to the Puget Sound, past and present, in order to construct an understanding of our connections to the Sound through history, economics, geography, and current issues.
1. Arrange students in groups of 4.
2. Recall the previous lesson in which students generated ideas (words, questions, problems) about Puget Sound. Explain that today students will be learning about our different connections to Puget Sound by exploring images.
3. Distribute the 4 sets of images to each group. Tell students that their first job is to infer how the pictures are grouped. Review the thinking skill of inferring, and reinforce the Habit of Mind, Gathering Data through the Senses. Explain that students will observe the photos in each set closely and make observations. Then they will use their observations to infer what the photos in each set communicate. Model by projecting one of the photos and recording observations on the data collection tool. Then direct students to gather data and make inferences in their groups.
4. After groups have had a chance to label the sets of images, invite them to share and discuss their inferences as a whole class. Ask students to support their ideas with evidence from their observations (“What makes you think that?”). Record students’ ideas and affirm valid inferences. Guide students to understand how the image sets might represent Puget Sound’s history, economics, geography (natural environment) and problems/issues (civics). Remind students that these are the four strands that make up the social studies.
5. Ask students to think about how we are connected to Puget Sound in all these different ways. Our relationship to the Sound is a complex one! Explain that when we want to understand something very complex, like our relationship with Puget Sound, we can use the thinking skill of Analysis. Remind students that when we analyze, we break something down to determine meaning. Ask students to recall when they have used the thinking skill of Analysis in the past and share examples. Display the Analysis strategy chart to review the steps of the process.
6. Display the Analysis graphic organizer. Direct students’ attention to the top box, which contains the question, “What can we conclude about our complex and varied relationship to the Puget Sound?” Explain that, in order to summarize a conclusion to that question, we can break the topic (our connections to Puget Sound) into components. Ask students what components we might use, and guide them to the four strands: History, Economy, Geography (Environment), and Civics (problems/issues). Label the “spokes” of the graphic organizer with those headings.
7. Explain that after identifying the components, students’ next step will be to record observations and inferences related to each component. Using one set of photos, model how students will record a selection of observations on the solid lines, and an inference related to each observation on the dashed lines. Explain that, after recording observations and inferences for each component, students will look for patterns across their data (ideas that repeat). After identifying patterns, they will use their new insight to respond to the question, “What can we conclude about our complex and varied relationship to the Puget Sound?” Explain that the students’ conclusion should incorporate observations, inferences, and patterns from the data.
8. Allow students to collaborate on their analyses in their groups. When finished, invite students to share their conclusions. Ask them to support their ideas by explaining the patterns of inferences and observations contained in their data.
9. Ask students to revisit the questions and problems that they brainstormed in the previous lesson. After observing and analyzing the images of Puget Sound, what new questions emerge for students? What new problems or issues have been identified? What new word will students add to their bank, and how does that word express their understanding about the importance and complexity of our connection with the Sound? Direct students to post their responses to these questions via the online learning community.
Analysis Graphic Organizer: 9 points (at least 1 observation and inference for each of 4 components, conclusion)
Online posting (3 points):
· One new question about Puget Sound
· One new problem or issue related to Puget Sound
· One word to capture the relationship to Puget Sound with explanation
Consider using the students’ analysis conclusions and/or posted reflections to create a word cloud to share with the class. [Consider assigning the “data entry” responsibilities and design decisions to a student.] Discuss what the word cloud shows.
r Content Knowledge:
Cedar River watershed and Puget Sound geography; Interdependence of humans and water
r Content Skill(s): Interdependence
r Thinking Skill(s): Observation, Inference, Summarizing
r Habits of Mind: Gathering Data Through Senses; Thinking Interdependently
Implementation Time: One class period (with possibly 20 min. of second class for review/closure activity)
Resource(s): Google Maps, Websites, Map of Cedar River Watershed; Cedar River Watershed Video (5 min.); City of Puyallup Stormwater PSA (30 sec. http://www.pullman-wa.gov/DrawOnePage.aspx?PageID=1025 )
Materials Needed: Maps , post-it notes; Six Degrees to Sound handout (observation/inference organizer)
1. Show students a map of the Puget Sound Region (with document camera). Identify Maple Valley and Puget Sound. Ask students how they Maple Valley is connected to the sound.
2. Introduce concept of watershed and show short video on Cedar River watershed. Have students write summary of three main points about the watershed and one reflection about how they are affected by what happens in the watershed.
3. Have students look at Puget Sound Watershed and Surrounding Areas map
--Groups of 4-5
--Make inferences and pose questions about watersheds and people’s connection to water on post it notes (small groups then share out whole class—ask one student to record class list on laptop)
4. Six Degrees of Puget Sound—Using Google Earth or Google Maps, students plot several sites that link their home (or Maple Valley landmark) to Cedar River, Lake Washington and Puget Sound. Handout includes address of each destination as well as a website for business or landmark at those sites. Students make observations and draw inferences. Complete handout individually or with netbook partner.
Observe—water connection, distance between sites, surrounding features
Infer- relationship between site and water—benefits, potential concerns, possibilities for future
5. Share out in small groups or whole class.
Closure/ Assessment: Share that this lesson has focused on the concept of Interdependence, a term that should come up frequently in this unit. Define the term as a class. Ask each netbook partner group to find a picture that demonstrates the concept of interdependence and write one sentence explaining why they selected it. (Can post pictures to online learning community).
Conclude by showing 30 sec. Stormwater PSA--alternatives to washing car in driveway? (can reference PSA as possible model for sounding off projects later)
Sounding Off on the Puget Sound
r Content Knowledge:
Puget Sound problems/issues (Geography 3.2.1)
r Content Skill(s):
Informational Text Reading Strategies
r Thinking Skill(s):
Summarizing
r Habits of Mind:
Questioning and Posing Problems; Thinking Interdependently; Listening with Understanding and Empathy
Implementation Time: 1-2 class periods
Resource(s): Seattle Times/Seattle P.I.
Materials Needed: Placemat “Zone” article: “Saving Puget Sound”; Seattle Times/P.I. articles; Data Collection Tool; Reflection Tool
Students will practice informational text reading strategies as they work interdependently to construct an understanding about the problems that threaten the health and well-being of the Puget Sound.
1. Use an active learning strategy, such as Paired Verbal Fluency, to review concepts from the previous lessons (shifting baselines, complexity of the human/Sound relationship, watersheds and interdependence).
2. Explain that students will use a variety of news articles to explore more deeply some of the particular issues and problems facing the Puget Sound. As they learn, students will begin to keep track of the issues, stakeholders, and actions involved. They will use this information in the future for their own research, advocacy, and decision making when they create their Sounding Off projects.
3. Distribute the placemat article, “Saving Puget Sound,” from the Seattle Times The Zone. Review the strategy of using text features that students practiced in the first lesson. Ask students to focus on the top section of the page. What do they observe? Guide students to the photo, title, and main graphic. Based on those features, ask students to think of one question that they think will be answered by the article at the top of the page (Pop Quiz article and Web of Life sections only). Have students share their question with their group. Invite each group to record one of their questions on the board. Reinforce how students’ questions relate to problems facing the health of the Sound.
4. Explain that all of the different issues related to Puget Sound have various stakeholders involved (people who have a stake in the issue, an interest or something to gain or lose), and those stakeholders may have taken various actions related to the problem or issue. Building an understanding of the problems threatening the Sound will be important to students when they begin to make decisions for their own research and advocacy projects.
5. Display the graphic organizer for identifying issues, stakeholders, and actions related to Puget Sound. Using Guided Reading, use the placemat article to model capturing that information (see example).
6. Explain how students will continue to collect information about issues/problems, stakeholders, and actions as they read additional articles about Puget Sound. Using a home-expert-home jigsaw, each student in a group will read a different article. After reading, students will engage with their “expert group” of other students who have read the same article. Together, they will summarize the issues/problems presented in their article, along with stakeholders and actions involved, to share with their home groups. Remind students that when they summarize, they will condense the article, including information from each of the components (the problem, the stakeholders, actions taken). Reinforce how students are using the Habit of Mind, Thinking Interdependently. Ask students: what does your home group need to understand about this issue/problem? [Teacher Note: for differentiation, encourage high-ability students to choose more difficult/sophisticated articles, while encourage struggling readers to choose more straightforward articles supported with graphics]
7. Reconvene students in home groups. Have students share their expert summaries with their home groups. Ask each student to consider which of the issues is most interesting to him/her. Reinforce the Habit of Mind, Listening with Understanding and Empathy, by asking students to consider one of the stakeholders for that issue with whom they can identify after hearing the information from the article, and how that stakeholder has taken action related to the problem. Ask students to generate one new question about the issue/problem they identified as most interesting. Model using the reflection tool provided. Remind students that they will be applying what they are learning about how stakeholders advocate and take action around issues and problems when they create their Sounding Off projects later in the unit.
1. Students post their reflections in the online learning community.
2. Students choose and post a new word for their word bank to represent their understanding in response to the question: “How Healthy is the Sound?”
Summary: 3 points (includes each component)
Reflection Tool: 4 points (issue, stakeholder, action, question)
r Content Knowledge: Environmental Art
r Content Skill(s): Main Idea
r Thinking Skill(s): Inferring; Main Idea
r Habits of Mind: Creating, Imagining, Innovating; Responding with Wonderment and Awe
Implementation Time: one class period
Resource(s): Wyland Video; Wyland Book; Pictures of Seattle’s Whaling Walls
Materials Needed: Computers to access on line learning community and Wyland Website: http://www.wyland.com/ ; Page to Ponder
Students will explore the art of Wyland and experience how the visual arts can convey powerful messages about the needs of our environment.
Closure/Assessment:
Ask students to post in their learning log their take away ideas from their experience with Wyland and his art. Use the following structure or another structure of your choosing:
My heart: I am feeling_ as I reflect on Wyland’s message.
My head: My thoughts include_.
My eyes: I can visualize a picture of as I think about communicating a message that preserves and protects our Puget Sound.
r Content Knowledge:
Puget Sound connections and issues
r Content Skill(s):
r Thinking Skill(s):
Synthesis
r Habits of Mind:
Gathering Data Through the Senses; Responding with Wonderment and Awe
Implementation Time: 2 class periods
Resource(s):
Materials Needed: Synthesis Strategy Chart; Visual Essay planning tool; Visual Essay rubric; Visual Essay reflection
Students will synthesize their evolving understandings about Puget Sound in a visual essay that builds awareness for the issues facing the Sound through images and other media.
1. Arrange with the librarian in advance for instruction around:
· accessing, using, and crediting images and other media
· using technology to create, edit and provide feedback
2. Tell students that they have already learned a lot about how we are connected to Puget Sound, and about many of the challenges and issues facing the Sound. Students have glimpsed the complexity of those connections, challenges, and issues, and they have a much richer understanding of the Sound and our relationship with it than they did on the day they first got their feet wet! Explain that students will have the opportunity to synthesize those new understandings before they move on to investigate in depth the human actions and interactions affecting the health of the Sound and create Sounding Off projects to raise awareness for an issue of their choice.
3. Explain that when we synthesize something, we put pieces together in a new way to create something original. Contrast synthesis with the thinking skill of analysis, which students used earlier to break down something complex into components they examined to make meaning. If analysis is taking something apart, then synthesis is putting something together. Display the Synthesis strategy chart to review the steps of the thinking skill process. When they synthesize, students will apply their creativity to combine individual elements in a way that creates something entirely new and communicates the connectedness and issues of the Puget Sound.
4. Revisit Guiding Question #1: How can we model 21st century learning as we investigate protecting the sustainability of Puget Sound? Explain that students will use the tools of 21st century learners as they synthesize their learning about Puget Sound so far. They will be utilizing their online learning community and other tools in order to create and give feedback to others. This synthesis will be an opportunity to practice using some of the tools that students will use later in their Sounding Off projects.
5. Explain that students will create a visual essay to synthesize their understandings and create awareness of the connections and issues facing Puget Sound. Explain the visual essay and highlight how students will use the Habits of Mind, Gathering Data Through the Senses and Responding with Wonderment and Awe:
· Like a written essay, the visual essay will be organized around a theme or main idea. However, it will use images instead of sentences to communicate the idea.
· Students will use images to show their evolving understanding. They will choose pictures to represent how they thought of the Puget Sound on the first day of the unit, and how they think of the Sound now.
· Students should add music in order to build emotion. Explain that people are influenced as much through emotion as through reason. Later, in their Sounding Off projects, students will utilize both reason and emotion to advocate for the issue they adopt.
· Students may incorporate elements such as glogs and word clouds to communicate their ideas and changing perceptions.
· The visual essays will be posted and viewed by others.
Teacher Note: Consider using a Web 2.0 tool like Animoto (www.animoto.com), with which students may quickly and easily create professional-looking, music-video style slide shows, embedding music and, if desired, text. Depending on length and content, a paid membership may be required. See site for details.
6. Share the rubric with students and check for understanding.
7. Before students begin, provide instruction around the following (see step #1):
· Strategies and tools for accessing, using, and crediting images and other media
· Strategies and tools for using technology to create the visual essay
· Strategies and tools for using technology for editing and feedback
8. Allow students time and support for working on their synthesis projects.
9. Students post their draft visual essays in the online community. Revisit tools and strategies for providing feedback and editing. Instruct students to use the tools provided to give feedback on another’s essay.
10. Allow students time and support for editing their visual essays, then posting their final versions in the online community. Invite students in the online community to choose the best essays. View the top essays as a class and discuss the ideas communicated and how students’ understandings about their connections with the Sound and the problems facing the Sound have changed over time.
1. Students reflect on the Visual Essay synthesis and post reflections in the online learning community:
· Explain the differences you experienced between analyzing Puget Sound (using the photo set) and synthesizing your new understandings of Puget Sound. Think of a scenario outside of class when you might use the thinking skill of analysis, and one in which you might use the thinking skill of synthesis. Explain your reasoning.
· Consider the Habit of Mind, Responding with Wonderment and Awe. Name something that particularly appealed to you from a classmate’s visual essay. Why were you struck by it? Or, how was it effective?
· Consider the Habit of Mind, Gathering Data Through the Senses:
o What is one new understanding about Puget Sound that you have gained by viewing the visual essays?
o What did you like about gathering the images and other media for your visual essay? What was challenging?
Reflection: 6 points
Visual Essay Rubric: _ points__
Visual Essay Planning Tool: _ points